Melissa Birkhofer
ROML 700
Best Activity: Jeopardy Review Session
This activity can be used for any type of review, chapter, exam, quiz, etc. It is presented here to take almost one class period, but can be shortened as necessary.
Day Before the Review
On the day before the review session, divide the material to be tested into 5-7 categories. Assign each student one category (this will work well if you assign students a category with which the student has had trouble). For homework (to prepare for the review session) students are to study ALL MATERIAL but they are expected to become experts on their particular topic. (see attached example). The last 5 minutes of the day before the review can be spent in topic groups reviewing the specific topics the students have been given (try to have 3 students per topic).
Day of Review Session
On the day of the review session, give students 3-5 minutes to review again with their topic group. After they have reviewed a bit, put students into 3 groups such that each group has 1 expert per category. (Option: you can add a jeopardy category titled miscellaneous to cover topics that did not fall into one of the assigned category. No one will be “experts” on this material). While students are moving to their groups, draw a jeopardy board on the chalkboard:
Category A B C D E F
100 100 100 100 100 100
200 200 200 200 200 200
300 300 300 300 300 300
400 400 400 400 400 400
500 500 500 500 500 500
Once students are in their groups, decide which group chooses a question first. When they have chosen a category and an amount value, ask the question. You can show the question on a doc camera or play the game orally. (Option: When I played jeopardy I had a model for each category. The first group to ask for a question from that category got to see a model with the correct answer). When the question is asked, the group has 10 seconds to discuss and decide on an answer. The “expert” on that topic must give the answer. If the answer is correct, the group gets the point value and you move on to the next group. If the group answers incorrectly, move to the next group and give the group that answers correctly the points, then move back to the next group in the sequence. (You can do this any way you like, this is how I worked the turns out).
(Option: I included 2 “daily doubles” for my questions. This keeps the trailing team in the game because they can come back. For the daily doubles, they received double points and other groups did not have the chance to answer).
Note: Questions for 500 points should be harder than 100 point questions.
Example: (see below) Once you have all of the questions you are going to ask, I printed them out and cut them into strips so that I could put them (one at a time) on the doc cam. I like this way more than doing it orally because it more closely approximates the test, quiz, etc., but orally would be good practice as well.
Note: You should remind your students of the format of the quiz, exam, etc. if the jeopardy game does not replicate the format they will see the next day. (Option: for final jeopardy, you could give a question that was in the format of the test. For example, show a paragraph and word bank and allow the groups sometime to fill in the verbs in the paragraph.) Let them know that this activity more closely mirrors the format of the test. **The idea behind jeopardy is to get them to BEGIN studying for the test. Being able to answer most of the jeopardy questions does NOT mean they are ready to take the test!**
Verbos irregulares:
ej. Yo (dar) doy un dólar a mi amigo.
100. La señora (caer) ______en el suelo.
200. Mis amigas y yo (hacer) ______el proyecto.
300. Yo (conocer) ______a tu profesora.
400. Los muchachos (poder) ______limpiar el baño.
500. Yo (...) ______la música.